Article Per Year (5 Year)
p-Index From 2020 - 2025
0.23
P-Index
This Author published in this journals
All Journal Eureka: Journal of Educational Research Teaching, Learning, and Development
Akachukwu, Esther Ebele
Unknown Affiliation
Education Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
School locations and gender variables on students’ science process skills as a predictor of academic achievement in senior secondary school Obikezie, Maxwell Chukwunazo; Onyebuch, Ekoyo Destiny; Akachukwu, Esther Ebele; Nnalue, Henrietta Obioma
Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): In Progress
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i1.74

Abstract

This study examined school locations and gender variables on students’ science process skills as a predictor of academic achievement in senior secondary school. Guided by two research objectives and two hypotheses tested at the 0.05 level of significance, the study employed a correlational survey design. The population of the study comprised 2720 senior secondary two (SS2) students offering biology, chemistry, data processing, physics and mathematics in all the public secondary schools in Onitsha Education Zone. A Sample size of 408 SS 2 students offering biology, chemistry, data processing, physics and mathematics in the Education Zone was drawn using multistage procedure. Students Science Process Skills Scale (SSPSS) and the achievement scores which was obtained from biology, chemistry, data processing, physics and mathematics teachers’ grade book for 2023/2024 academic session from the sampled schools were used as instruments for data collection. The instruments were validated by three experts. The reliability of SSPSS was established using Cronbach alpha method. The reliability coefficient of SSPSS was found to be 0.73. Data from SSPSS and academic scores were collected; analysis involved correlation coefficients (R, R²) and regression ANOVA to answer research questions and test hypotheses. The study revealed low predictive value of students’ science process skills on academic achievement in science for both urban and rural schools, regardless of gender. Science process skills are not significant predictors of students’ achievement in both school locations and gender based. From the findings recommendations and conclusions were made.
The Relationship Between Teacher Quality and Secondary School Students’ Performance in Biology Concept of Genetics Akachukwu, Esther Ebele; Mbaegbu, Chioma Stephane
Teaching, Learning, and Development Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/telad.v4i1.135

Abstract

This study investigated the relationship between teacher quality and secondary school students’ performance in Biology concept of genetics in Onitsha Education zone. Two purposes of study, two research questions and two hypotheses tested at 0.05 level of significance, guided the study. The study adopted a correlation survey. The population was senior secondary school Biology students in Onitsha Education zone of Anambra state while the sample was drawn using Taro Yamane formula for sample size determination which gave approximately 298 students (105 males and 193 females). Two instruments were used for data collection, they include; Students’ Rating of Teacher quality SRTQ adapted from Umeji (2025) and 2024/2025 performance of students from the Biology teachers grade book from the sampled schools. The Student Rating Teacher Quality SRTQ which shows a consistent reliability of 0.82 using Cronbach alpha. The data was analyzed using Pearson moment r and R2 to answer research questions and ANOVA (linear and multiple) regression to test null hypotheses at 0.05 alpha level. The findings revealed, among others, that low positive relationship exist between teacher quality and secondary school students’ performance in Biology concept of genetics. However, there is no significant relationship between teacher quality and secondary school students’ performance in Biology concept of genetics. It was concluded that low positive relationship exists between teacher quality and secondary school students’ performance in Biology concept of genetics and also there is no significant relationship between teacher quality and secondary school students’ performance in Biology concept of genetics. From the conclusion, recommendations were made.
Co-Authors Mbaegbu, Chioma Stephane Nnalue, Henrietta Obioma Obikezie, Maxwell Chukwunazo Onyebuch, Ekoyo Destiny